Com Studies Notes

8/12/2019 Com Studies Notes

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SUMMARY OF MODULES 1 & 3 COMMUNICATION STUDIES

WHATS IN MODULES ONE AND THREEWEEK -TOPIC -OBJECTIVES -ASSIGNMENT

MODULE ONE

Research

The Aim and Purpose of researchDefine such terms as: sources ie Primary and Secondary, reliability vs validity,credibility, authority, fact, opinion, bias, method, instrument, data vs information,

Identify the many types of Data Collection MethodsIdentify the Strengths and Weaknesses of these methodsFactors to consider when choosing a method or methodsHow do you document your source/sourcesRead and make copious notes in your assigned groups

Presentations of Group Assignments will take place in Week 2

Choice or formats: PowerPoint, White board, Bristol boardNB whatever your choice please prepare Handouts of the main points for everyone

MODULE ONE

Note -takingDefine note-takingIdentify the objectives/goals/aims/purpose of note-takingTypes of Reading re Skimming, Scanning, Critical ReadingThe importance of developing listening skillsIdentifying effective listening
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Tips to improve listening skillsRole playing to get the message across.Can be done in Groups, pairs, solo

MODULE ONE

SummaryDefine summaryIdentify what are the Objectives/PurposeThe importance of Sequencing your ideasHow to Ident ify Main point/idea, writers purpose, writers intention Looking at practice questions

MODULE ONE

LanguageIdentifying the language techniques/strategies/devices that writers use

Evaluating these strategies/techniques (How effective were they?)Essay writing skills re how to organize an essayPractice Questions

MODULE THREE

CommunicationDefine communicationDescribe the communication model and processIdentify types and forms of communications (verbal. Non-verbal, written, computerizedetc)

Identify and describe Contexts/situations in which communication takes placeTypes of Non-verbal CommunicationFunctions/Purpose of NV comm.Barriers to communicationHow to communicate effectively

EXAMPLES OF PAPER 3

Portfolio PreparationIdentification of a Top icRemember to check pages 28 -29 in Comm Std Syllabusor check my Blog entry titled " Topics for Communication Studies Portfolio "

Sunday, September 14, 2008

New Term 2008 the final frontier the New WikiThis blog is now officially dormant.


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You can find further information about the CAPE Programme for Mrs John's classes (and all are

welcome to browse)

at the NEW WIKI .

The wiki is a more collaborative effort for students and teachers and also is a more flexible tool

than the blog.

It's life Jim but not as we know it.

Labels: spock

P O S T E D B Y M I Z J O H N AT 3 : 4 3 P M
http://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://www.heroestheseries.com/stills/zachary-quinto-spock-2.jpghttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.pbwiki.com/FrontPage


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Monday, March 31, 2008

Literary devices commonly used in Paper 1A (Listeningcomprehension)

CONTRAST

The two widely differing elements are contrasted using a common value to convey further

information about one or both elements. The differences between them often intensify either

their positive or negative qualities. They frequently will be opposites. E.g the warmth of the

Caribbean with the cold of a New York Winter (comparison point temperature). Contrasts also

can be metaphorical.

IRONY Irony is the contrast between what is expected or what appears to be and what actually is. For

example A clumsy ballet dancer.

Verbal Irony (sarcasm is the tone of voice/writing)

The contrast between what is said and what is actually meant. E.g He did an excellent job of

making a mess.

Irony of Situation

This refers to a happening that is the opposite of what is expected or intended. E.g. The wedding

of a son causes a marital breakdown for the parents.

DEVICES OF COMPARISON

METAPHOR

Compares by stating the element is the item of comparison e.g. The lawyers claws were out and

he would not stop until they drew blood,

ANALOGYExtends a metaphor to compare a situation or particularly to explain a complex item by using a

familiar item to structure the explanation. E.g. Exam preparation is like baking a cake all the

ingredients must be used and preparations thorough before baking. Firstly the ingredients:

study which is lightened with periods of recreation, physical health, managing stress. (The

analogy would continue for several paragraphs even)


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SIMILE (note spelling well)

Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even after

the event were as if a rat was gnawing at his brain.

PERSONIFICATION

Compares non-human, inanimate elements OR abstract concepts to using HUMAN qualities e.g.

The building stared down at him daring him to enter OR Justice is never kindly but it is

ruthlessly fair. If the qualities are not human then the comparison is a metaphor e.g. A beast of a

car.

ANTHROPOMORPHISM

Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled away with a

dancing step.

ALLUSION

Uses familiar classical, biblical or other well know cultural references . E.g. Anasi-like cunning

DEVICES OF EMPHASIS

HYPERBOLE

Exaggerates qualities of an element or an overstatement (sometimes for comedic effect). E.g. I

could eat my shoes Im so hungry.

REPETITION

Uses repetition of either words, phrases or even a whole sentence. E.g What if I dont make it,

what if I cant pass, what if I fail

DEVICES USING SOUND

Alliteration similar consonant sounds


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Assonance similar vowel sounds

Onomatopoeia - the word sounds like the sound

A search of the internet will bring up many more complex and obscure devices.

P O S T E D B Y M I Z J O H N AT 1 0 : 1 2 P M

CAPE Syllabus Module 1 - Gathering and ProcessingInformationModule 1 Gathering and Processing Information

General objectives

1. use the structures of English correctly as well as with a degree of elegance2. Evaluate examples of written and spoken communication, including arguments, taking in to

consideration the form and content of the communication and the context in which it is

presented and constructed.

3. Apply comprehension skills of analysis and critical evaluation to a wide range of oral and

written material.

4. Demonstrate organising competencies in oral and written communication.

Specific Objectives1. Speak and write with control of grammar, vocabulary, mechanics and conventions of English

usage;

2. indentify the characteristic formats, organizational features and modes of expression of

different genres and types of writing and speech;

3. evaluation the appropriateness of data collection methods, including the use of the internet

4. apply any of the six different levels of comprehension to spoken or written material

5. write continuous prose and note form summaries of specific types of spoken and written

material6. evaluate the effect of source, context, medium or channel on the reliability and validity of

information

7. gather information about current issues

8. evaluate information about current issues

9. present in appropriate oral form the evaluation of (8);
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10. create a portfolio of oral and written work

CONTENT

1. Structural competencies

a. Grammar

b. Usage

c. Word choice

d. Spelling

e. Punctuation

f. Pronunciation

g. Enunciation

h. Correcting errors and mistakes, revising and editing drafts

2. Levels of comprehension

a. Understanding levels: literal, interpretive, analytical, application, synthesis, evaluative

b. Understanding modes, genres and types of speech and writing, with specific attention to

organisation and language used

c. Levels of comprehension to different modes, genres and types of speech and writing

i. Expository (for example definitions, technical writing)

ii. Literary (for example prose fiction, poetry, drama)

iii. Argumentative

a. Forms (deduction, induction, analogy, authority)

b. Fallacies (such as non sequitur, unproved assertion

c. Evaluating arguments

3. Study and summary skills

a. General study skills

i. Preparing to study (understanding mental, emotional and physical connections, scheduling

and controlling distractions)

ii. Defining and distinguishing between reading and listening

iii. Setting purposes for reading (surveying, skimming and scanning)


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iv. Setting purposes for listening (general, specific)

v. Understanding factors which affect reading and listening comprehension

b. Summary skills

i. Note taking and note making

ii. Distinguishing between main and subsidiary ideas

iii. Understanding logical linkages between ideas

iv. Formulating topic sentences and linking them to subsidiary ideas

v. Sequencing

vi. Condensing

vii. Writing outlines

viii. Writing continuous prose summaries

ix. Editing drafts (peer evaluation and self evaluation)

P O S T E D B Y M I Z J O H N AT 8 : 5 9 P M Worksheet 7 - Gathering and Processing DataQuestion 1

You are carrying out research into savings institutions in St Vincent & the Grenadines.

Identify which of the following are primary and which are secondary sources of

information. Explain why for each source.

(a) www.firstcaribbean.com

(b) Your own interview with the manager of GECU

(c) A report by the Eastern Caribbean Central Bank on Savings in St Vincent from their

website without a date.

(d) Statistics from the Governments Annual Financial Statement on th e Economy onCredit Union business for 2004.

(d) The results of a survey using questionnaires carried out by a PhD student for his

thesis on The growth of credit unions in St Vincent submitted in 2006
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(d) A text book entitled Caribbean Economics publ ished in 1997.

(e) An advertisement for Millennium Offshore Banks Supergrowth Bond which

compares its rate of interest to other savings institutions in St Vincent in last weeks

local newspaper

Question 2

Evaluate 3 of the references above in Question 2 for reliability and validity. Make sure

you evaluate both source of the data and the data itself.

Question 3

Evaluate the credibility ONE of the following websites.

http://www.guyanacaribbeanpolitics.com/

http://anthurium.miami.edu/home.htm

http://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.html

Question 4

The Principal wishes to research whether changing to an Associate Degree from the

current A level / CAPE programme would be successful.

(a) What 3 different methods of research could he use to gather data on which to base

his decision? State the method in detail and the source from which the data would be

gathered for each method.

(b) What factors might affect reliability and validity of one of the methods you chose.
http://www.guyanacaribbeanpolitics.com/http://www.guyanacaribbeanpolitics.com/http://anthurium.miami.edu/home.htmhttp://anthurium.miami.edu/home.htmhttp://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.htmlhttp://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.htmlhttp://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.htmlhttp://anthurium.miami.edu/home.htmhttp://www.guyanacaribbeanpolitics.com/


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What could be done to minimise the effects of the factors you have identified.

(c) The Community College has 830 students of which 700 are female and 130 are male.

Discuss the effect of sample size and demographic representation (include all the

factors) if the Principal wishes to ensure a reliable and valid sample of the students.

(d) The Principals is in favour of changing to an Associate Degree. How might this cause

bias in interpretation of the data?

Question 5

The following questions are from a survey into herbal medicine. Comment on the

effectiveness of each question in generating reliable and valid data

1. Do you use alternative medicine?

2. Is herbal medicine a good or a bad thing?

3. Which of the following ways have you obtained herbal medicine / have you used

herbal remedies

(a) prescribed by a health professional e.g. registered nurse or doctor

(b) herbal remedies suggested by other health practitioners e.g. bush doctor, herbalist

(c) over the counter herbal remedies purchased at a pharmacy

(d) herbal remedies from your own garden/collected by you

(e) any other method of obtaining herbal remedies (Please give details)

4 (a) Have you used herbal medicine Yes / No / Not sure

(b) What illnesses have you taken herbal medicine to relieve?

Question 5

You are carrying out research into attitudes towards recreational use of cannabis.


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Other than questions to elicit demographic information suggest 4 questions two open

and two closed in the sequence they would appear in the questionnaire to generate data.P O S T E D B Y M I Z J O H N AT 7 : 3 6 A M

Gathering data in research - an evaluation of reliability and validityPrimary and secondary data sources

A research instrument can gather data from either a primary or secondary source

Primary sources

Primary sources are original materials on which other research is based. They are notinterpreted or evaluated. Examples of primary sources are data gathered by a

questionnaire, statistics of population from the Government census or a first report of a

research experiment and its finding

Secondary sources

Secondary sources are less easily defined than primary sources. Secondary sources

interpret and analyse primary sources examples might be text books, or journals which

review others work. Sometimes is it always easy to distinguish primary from secondarysources. A newspaper article is a primary source if it reports events, but a secondary

source if it analyses and comments on those events.

Evaluating Reliability and Validity

In evaluating sources there are two elements reliability and validity . For a data source

to be accurate and credible high levels of reliability and validity is the aim. Both

elements are equal in importance in judging the accuracy and credibility of a source.

Reliability Can the source provide the data?

For a source to be reliable we must evaluate the ability of the source to provide the
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information. We are looking at the question Is it likely that this source can provide this

data?

The issue is therefore authority . To evaluate authority we can look at several aspects of

the data source.

Author - Is the author an expert in the field? What qualifications do they have? For

example an article on a website about HIV+ written by medical doctor might have more

authority than one written by some one without qualification.

Professional standards . Does the author have certain professional standards? The

example of a doctor immediately comes to mind. Similarly academic writers who are

published in academic journals or books have to conform to standards and have their

work checked by other academics. Journalists mostly operate within a professional

approach especially large international newspapers such as the New York Times or the

Guardian (UK)Authority can mean expertise.

Publisher Is the publisher reputable? Academic publishers need to maintain their

reputation for accurate factual information so they also have editors to ensure a high

standard. Other publishers such as newspapers, magazines etc need to avoid legal action

for libel (telling lies about someone) so also should be careful to print the truth.

Organisation or Institution If the data is from an organisation, for example the

United Nations, we need to evaluate their reputation and their role or responsibilities.

For example statistics on the economy from the East Caribbean Central Bank would

come from a highly reliable source as the bank use the statistics to conduct the very

important business of issuing bank notes and controlling the money supply in the

region.

Research method Could the research method chosen generate the data necessary?

For example in researching teen pregnancy would carrying out an interview of an expert

generate the data needed or would questionnaires of teens be a better choice.


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Validity Is the data true?

A source could have high levels of reliability. For example, academic research published

in an academic journal by the leading expert in the field however the data may have a

low level of validity in that it might be very out of date. Equally it may be possible that a

source might not be considered highly reliable for example an intenet site which does

not have the name of the author, organisation who maintains the site etc however the

data is still true or valid.

In evaluating validity we need to look at accuracy and bias .

To evaluate accuracy we can look at several aspects of the data

Currency When was the data published or gathered? Could the information be out of

date? For example statistics on rates of HIV+ infection will need to be up to date to be

accurate.

Relevance Does the information relate to the circumstances you are applying it to?

For example, will research carried out in the United States apply to the Caribbean?

Data collection Was the data collected by reliable methods? Was it accurately

recorded?

Sample size Was the sample size large enough for generalisation to be accurate? For

example if a newspaper article has only interviewed one person in a large crowd can we

assume that all the points of view are represented? Similarly with social research the

sample size is vital to judging whether the data is representative of the population as a

whole.

Replicable Do other sources have similar information? Would another similar piece

of research have the same result? This is particularly relevant to sources such as the


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internet which lack references.

To evaluate bias we can look at:

Representation Does the sample include all the variables within the population

such as age, gender, social class, religion, education level which might affect response?

Even with a large sample if the sample is not representative then bias in the data will

occur.

Cultural bias Has the data been collected by someone of the same or a different

culture. For example, an Western researcher may misinterpret a non-Western culture

and be biased due to racism or other factors. Similarly when researching within ones

own culture, being subject to the same values and beliefs as the subjects may cause one

not to question certain responses. For example when evaluating religious or other

beliefs.

Political bias Is the data being presented from either a right wing or a left wing

perspective. The conservative agenda (e.g. free market economics, personal liberty

above all other rights and fundamental religious views) will differ from the liberal

agenda (e.g. some control of the market for social gain, social control for the good of

society, religious tolerance for different views).

Social bias Aspects such as gender, race, age and social class may affect the

presentation of data. For ex ample a womens perspective on sexual equality may differ

from a mans views.

Faulty research methods Even the best academic researchers can make mistakes

and inexperienced researchers such as a student may have issues with poorly designed

and executed questionnaires and interviews. Mistakes within the research method

inadvertently cause bias. This is why academic research is reviewed by several other

academics to evaluate the methodology and avoid bias in the conclusions or faulty

conclusions.


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Aim of the source in presenting the data The reason for the data being

presented will have an effect on bias. For example a Government might present certain

statistics on economic performance if they are favourable and might avoid others.

Whilst the data is valid, there might still be bias in that other relevant information is not

present. If the sources aim is persuasive again there may be bias. For example

commercial sites wishing to sell products.

Labels: module 1 research , presentation , reliability , SBA , validity

P O S T E D B Y M I Z J O H N AT 7 : 2 0 A M

Sunday, September 14, 2008

New Term 2008 the final frontier the New WikiThis blog is now officially dormant.

You can find further information about the CAPE Programme for Mrs John's classes (and all are

welcome to browse)

at the NEW WIKI .

The wiki is a more collaborative effort for students and teachers and also is a more flexible tool

than the blog.
http://comm-ss.blogspot.com/search/label/module%201%20researchhttp://comm-ss.blogspot.com/search/label/module%201%20researchhttp://comm-ss.blogspot.com/search/label/module%201%20researchhttp://comm-ss.blogspot.com/search/label/presentationhttp://comm-ss.blogspot.com/search/label/presentationhttp://comm-ss.blogspot.com/search/label/presentationhttp://comm-ss.blogspot.com/search/label/reliabilityhttp://comm-ss.blogspot.com/search/label/reliabilityhttp://comm-ss.blogspot.com/search/label/reliabilityhttp://comm-ss.blogspot.com/search/label/SBAhttp://comm-ss.blogspot.com/search/label/SBAhttp://comm-ss.blogspot.com/search/label/SBAhttp://comm-ss.blogspot.com/search/label/validityhttp://comm-ss.blogspot.com/search/label/validityhttp://comm-ss.blogspot.com/search/label/validityhttp://comm-ss.blogspot.com/2008/01/gathering-data-in-research-evaluation.htmlhttp://comm-ss.blogspot.com/2008/01/gathering-data-in-research-evaluation.htmlhttp://comm-ss.blogspot.com/2008/01/gathering-data-in-research-evaluation.htmlhttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.pbwiki.com/FrontPagehttp://comm-ss.blogspot.com/2008/01/gathering-data-in-research-evaluation.htmlhttp://comm-ss.blogspot.com/search/label/validityhttp://comm-ss.blogspot.com/search/label/SBAhttp://comm-ss.blogspot.com/search/label/reliabilityhttp://comm-ss.blogspot.com/search/label/presentationhttp://comm-ss.blogspot.com/search/label/module%201%20research


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It's life Jim but not as we know it.

Labels: spock


Monday, March 31, 2008

Literary devices commonly used in Paper 1A (Listeningcomprehension)CONTRAST

The two widely differing elements are contrasted using a common value to convey further

information about one or both elements. The differences between them often intensify either

their positive or negative qualities. They frequently will be opposites. E.g the warmth of the

Caribbean with the cold of a New York Winter (comparison point temperature). Contrasts also
http://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/search/label/spockhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://www.heroestheseries.com/stills/zachary-quinto-spock-2.jpghttp://comm-ss.blogspot.com/2008/09/new-term-2008-final-frontier-new-wiki.htmlhttp://comm-ss.blogspot.com/search/label/spock


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can be metaphorical.

IRONY

Irony is the contrast between what is expected or what appears to be and what actually is. For

example A clumsy ballet dancer.

Verbal Irony (sarcasm is the tone of voice/writing)

The contrast between what is said and what is actually meant. E.g He did an excellent job of

making a mess.

Irony of Situation

This refers to a happening that is the opposite of what is expected or intended. E.g. The wedding

of a son causes a marital breakdown for the parents.

DEVICES OF COMPARISON

METAPHOR

Compares by stating the element is the item of comparison e.g. The lawyers claws were out and

he would not stop until they drew blood,

ANALOGY

Extends a metaphor to compare a situation or particularly to explain a complex item by using a

familiar item to structure the explanation. E.g. Exam preparation is like baking a cake all the

ingredients must be used and preparations thorough before baking. Firstly the ingredients:

study which is lightened with periods of recreation, physical health, managing stress. (The

analogy would continue for several paragraphs even)

SIMILE (note spelling well)

Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even after

the event were as if a rat was gnawing at his brain.

PERSONIFICATION

Compares non-human, inanimate elements OR abstract concepts to using HUMAN qualities e.g.

The building stared down at him daring him to enter OR Justice is never kindly but it is

ruthlessly fair. If the qualities are not human then the comparison is a metaphor e.g. A beast of a


18/47

car.

ANTHROPOMORPHISM

Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled away with a

dancing step.

ALLUSION

Uses familiar classical, biblical or other well know cultural references . E.g. Anasi-like cunning

DEVICES OF EMPHASIS

HYPERBOLE

Exaggerates qualities of an element or an overstatement (sometimes for comedic effect). E.g. I

could eat my shoes Im so hungry.

REPETITION

Uses repetition of either words, phrases or even a whole sentence. E.g What if I dont make it,

what if I cant pass, what if I fai l

DEVICES USING SOUND

Alliteration similar consonant sounds

Assonance similar vowel sounds

Onomatopoeia - the word sounds like the sound

A search of the internet will bring up many more complex and obscure devices.

P O S T E D B Y M I Z J O H N AT 1 0 : 1 2 P M

CAPE Syllabus Module 1 - Gathering and ProcessingInformation
http://comm-ss.blogspot.com/2008/03/literary-devices-commonly-used-in-paper.htmlhttp://comm-ss.blogspot.com/2008/03/literary-devices-commonly-used-in-paper.htmlhttp://comm-ss.blogspot.com/2008/03/literary-devices-commonly-used-in-paper.htmlhttp://comm-ss.blogspot.com/2008/03/literary-devices-commonly-used-in-paper.html


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Module 1 Gathering and Processing Information

General objectives

1. use the structures of English correctly as well as with a degree of elegance

2. Evaluate examples of written and spoken communication, including arguments, taking in to

consideration the form and content of the communication and the context in which it is

presented and constructed.

3. Apply comprehension skills of analysis and critical evaluation to a wide range of oral and

written material.

4. Demonstrate organising competencies in oral and written communication.

Specific Objectives

1. Speak and write with control of grammar, vocabulary, mechanics and conventions of English

usage;

2. indentify the characteristic formats, organizational features and modes of expression of

different genres and types of writing and speech;

3. evaluation the appropriateness of data collection methods, including the use of the internet

4. apply any of the six different levels of comprehension to spoken or written material

5. write continuous prose and note form summaries of specific types of spoken and written

material

6. evaluate the effect of source, context, medium or channel on the reliability and validity of

information

7. gather information about current issues

8. evaluate information about current issues

9. present in appropriate oral form the evaluation of (8);

10. create a portfolio of oral and written work

CONTENT

1. Structural competencies

a. Grammar

b. Usage

c. Word choice


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d. Spelling

e. Punctuation

f. Pronunciation

g. Enunciation

h. Correcting errors and mistakes, revising and editing drafts

2. Levels of comprehension

a. Understanding levels: literal, interpretive, analytical, application, synthesis, evaluative

b. Understanding modes, genres and types of speech and writing, with specific attention to

organisation and language used

c. Levels of comprehension to different modes, genres and types of speech and writing

i. Expository (for example definitions, technical writing)

ii. Literary (for example prose fiction, poetry, drama)

iii. Argumentative

a. Forms (deduction, induction, analogy, authority)

b. Fallacies (such as non sequitur, unproved assertion

c. Evaluating arguments

3. Study and summary skills

a. General study skills

i. Preparing to study (understanding mental, emotional and physical connections, scheduling

and controlling distractions)

ii. Defining and distinguishing between reading and listening

iii. Setting purposes for reading (surveying, skimming and scanning)

iv. Setting purposes for listening (general, specific)

v. Understanding factors which affect reading and listening comprehension

b. Summary skills

i. Note taking and note making

ii. Distinguishing between main and subsidiary ideas

iii. Understanding logical linkages between ideas

iv. Formulating topic sentences and linking them to subsidiary ideas


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v. Sequencing

vi. Condensing

vii. Writing outlines

viii. Writing continuous prose summaries

ix. Editing drafts (peer evaluation and self evaluation)


Thursday, March 13, 2008

Summary of requirements for Expository PresentationThe expository presentation should conform to the following requirements

An 8 minute presentation on the same theme as your reflective portfolio

It will have 6 elements

- An introduction with a thesis statement

- A rationale in which you explain why you chose your theme

- A discussion of issues (a factual presentation)

- An evaluation of the reliability and validity of two sources of data used in your presentation

- A report on the challenges you faced while researching the presentation.

- A conclusion

You cannot read from a full script

You can use notes in bullet point/ key words form (apart from details of references and

statistics)

The notes should cover no more than 8 small index cards (or paper the size of index cards)

You can use visual aids but they are not a requirement

You should wear school uniform which conforms strictly to the dress code for the examination

You can find a more detailed explanation of the expository presentation here
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Labels: exposition , presentation , SBA

P O S T E D B Y M I Z J O H N AT 1 0 : 4 7 A M

Wednesday, March 05, 2008

Research using the internetThe internet is a big old place and you can get very lost. When looking for factual information

library sites and other tools which help control the search and make it more likely to be

academic information are useful ways to do this.

Below are a list of links which will help you find more relevant information

A good starting place

http://www.libraryspot.com/ (it is an American site but has many good international resources)

Encyclopedias

1. http://www.libraryspot.com/encyclopedias.htm

2. http://www.wikipedia.org/

3. http://www.ipl.org/

General search engines

4. http://www.google.com/

5. http://www.google.co.vc/

6. http://www.yahoo.com/

7. Meta-search engines (searches search engines)

8. http://www.metacrawler.com/

Find subject directories for a specific field (academic)

9. http://www.lii.org/

10. http://infomine.ucr.edu/

11. http://www.academicinfo.net/
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General directories

1.7. http://www.google.com/dirhp%208

13. http://dir.yahoo.com/

Other directories which might help

Google books and Google Scholar

14. Searches specialised data bases or the invisible web as not all websites are listed

15. http://www.searchability.com/

Finding journals and other publications

http://www.e-journals.org/ (some are pay services listed)

http://www.doaj.org/ (free journals)

General ideas for Caribbean

16. http://www.caribbeannetnews.com/

17. http://www.cavehill.uwi.edu/bnccde/info.htm

Labels: presentation , research , SBA


The expository presentation for CAPE CommunicationStudies Internal Assessment

What it is NOT

It is NOT a presentation of any of your reflective pieces

It is NOT a persuasive speech although you may express an opinion in the conclusion

It is NOT submitted in writing

It is NOT an essay on legs. You should not read from a script

So what is it then?

The presentation has two distinct parts

* A FACTUAL presentation on an aspect of your portfolio theme
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* A presentation about your research including an evaluation of two sources of information used

to prepare your factual presentation.

It will have all the following 6 elements present

1. An introduction (statement of topic)

In the introduction you will give a brief explanation of topic/ theme and a preview (with a thesis

statement) of what you are going to cover.

For example.

"My theme is Returning Migrants to St Vincent. Returning migrants or returnees are a group

within the population of St Vincent who have spent a significant time away from the island and

have then returned to permanently settle again. Returning migrants often are retired from their

previous occupation which they pursued in a more developed country such as the United States,

Canada or Great Britain or they have been working in another Caribbean state. According to

statistics from the Customs Department given to me by Mrs B Chalres in an interview 4361

people claimed the concession for returning residents in 2005. Returning migrants experience

5 phases of adjuststment when returning which can be termed as culture shock. "

NOTE WELL I CANNOT HAVE THIS ON MY CARDS WHICH I TAKE INTO THE EXAM. It

would look like this

Theme ; Returning Migrants to St Vincent.

a group within the population of St Vincent

a significant time away from the island

returned to permanently settle

retired from their previous occupation (the United States, Canada or Great Britain) OR

working in another Caribbean state.

Customs Department (Mrs B Charles) 4361 people claimed the concession for returning

residents in 2005.


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Returning migrants experience 5 phases of adjustmentwhen returning which can be termed as

culture shock.

2. A rationale

In the rationale you need to explain why you picked the theme and it can form part of the

introduction. In the rationale you should mention any personal interests, current academic links

and future career plans which influenced your decision to choose the theme

For example I chose the theme returning migrants to St Vincent and specifically to focus on

culture shock because I am a wife of a returning migrant. I have a BSc honours in Sociology and

the concept of culture shock is part of socio-cultural studies carried out by Kavelo Oberg 1958.

In the future I will be submitting my Masters thesis on this specific issue.

NOTE WELL I CANNOT HAVE THIS ON MY CARDS IT MUST BE NOTE FORM

3. Discussion of issues

The discussion of issues is the factual presentation about the theme and its narrowed focus

based on the thesis statement. Remember this will be about 3 minutes or so it is not long.

It should have a distinct organisational pattern and you should aim for one of the expository

structures such as cause and effect, process analysis, analysis by division, classification etc (See

Writing in English)

It should also be referenced and include any research findings. You will also need to give a

conclusion to your factual presentation as a sort of sub conclusion dont wait until the end

Here is an example of a possible outline for my example presentation (not all of it). It uses the

organisational pattern of process analysis Remember you cannot read from a script!

Culture shock 5 phases


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Honeymoon, rejection/ regression, conformist, assimilation, reverse culture shock

Honeymoon

Centre for Overseas Travel the tourist phase

Questionnaire (300 returning migrants) 78% not feel tourist 82% elated

Rejection

Oberg frustration etc

Questionnaire 50% wanted to return after 3 months,

Reasons, poor service, backward attitude, nothing to do, boring

Interview Dr Sheridan Mental health presentations tend to be in 1st 4 months of return.

4. Challenges of research

You need to discuss what difficulties you faced in preparing your factual presentation. If you did

not have any difficulties then just explain why.

For example (in note form)

Questionnaires time consuming, identifying sample,

Other sources - no central data on returnees, newspaper articles useful

Academic research not on St Vincent

5. Evaluation of two sources

For this aspect of the presentation you need to discuss your research. The two sources need not

necessarily be given as a reference in the presentation but they should be relevant. You should

try to select two different types of data source e.g. a newpaper article and an interview. You may

want to very briefly summarise all your sources before evaluating two for reliability and validity.

Please see other parts of the blog for information on reliablity and validity.


Secondary sources:

academic text books and journals,


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local and international newspapers and magazines,

web sites: international public organisations e.g. Peace Corps

general sites e.g. Wikipedia

Primary sources

interviews of experts in St Vincent

questionnaire of returning migrants.

Questionnaire of returning migrants

Reliable: primary data source, research method suited to collecting data for social research

Valid: Problem with sample size as total population of RMs unknown

Problem with generalisation as differences between UK, US and other RMs more research

needed.

Overall reliable and reasonably valid

The Experience of Return Migration: A Caribbean Perspective, Joan Phillips and Reliable Denis

Conway, Ashgate Press, London 2005

Author expert Phd Social Anthrop. Specialised Caribbean writer Canada

Publisher: reputable, specialst academic main interest Social research

Valid Recently published Problem no reference to St Vincent

Overall general but very reliable and valid source

6. Conclusion

The conclusion should be slightly different to the internal summary conclusion in your

discussion of issues. At this stage you can express a personal view or put forward a possible

solution.


Returning migrants

YES culture shock

3 ways

Honeymoon

Rejection

Conformist


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NO assimilation

Solutions

Programme promote overseas, keep in touch,

Information - government

FINALLLY

See my other post about the reseach using the internet for idea. Make sure that you are aware of

the requirements for acceptable notes during the exam and be familiar with the marks scheme -

it is not only content that is marked but also presentation skills.

Labels: assessment , exposition , module 1 research , presentation , reliability , SBA , validity


Wednesday, January 09, 2008

Worksheet 7 - Gathering and Processing DataQuestion 1

You are carrying out research into savings institutions in St Vincent & the Grenadines.

Identify which of the following are primary and which are secondary sources of information.

Explain why for each source.

(a) www.firstcaribbean.com

(b) Your own interview with the manager of GECU

(c) A report by the Eastern Caribbean Central Bank on Savings in St Vincent from their website

without a date.

(d) Statistics from the Governments Annual Financial Statement on th e Economy on Credit

Union business for 2004.
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(d) The results of a survey using questionnaires carried out by a PhD student for his thesis on

The growth of credit unions in St Vincent submitted in 2006

(d) A text book entitled Caribbean Economics publ ished in 1997.

(e) An advertisement for Millennium Offshore Banks Supergrowth Bond which compares its

rate of interest to other savings institutions in St Vincent in last weeks local newspaper

Question 2

Evaluate 3 of the references above in Question 2 for reliability and validity. Make sure you

evaluate both source of the data and the data itself.

Question 3

Evaluate the credibility ONE of the following websites.

http://www.guyanacaribbeanpolitics.com/

http://anthurium.miami.edu/home.htm

http://www.geocities.com/CollegePark/Classroom/9912/kamguidepg.html

Question 4

The Principal wishes to research whether changing to an Associate Degree from the current A

level / CAPE programme would be successful.

(a) What 3 different methods of research could he use to gather data on which to base his

decision? State the method in detail and the source from which the data would be gathered for

each method.
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(b) What factors might affect reliability and validity of one of the methods you chose. What

could be done to minimise the effects of the factors you have identified.

(c) The Community College has 830 students of which 700 are female and 130 are male. Discuss

the effect of sample size and demographic representation (include all the factors) if the Principal

wishes to ensure a reliable and valid sample of the students.

(d) The Principals is in favour of changing to an Associate Degree. How might this cause bias in

interpretation of the data?

Question 5

The following questions are from a survey into herbal medicine. Comment on the effectiveness

of each question in generating reliable and valid data

1. Do you use alternative medicine?

2. Is herbal medicine a good or a bad thing?

3. Which of the following ways have you obtained herbal medicine / have you used

herbal remedies

(a) prescribed by a health professional e.g. registered nurse or doctor

(b) herbal remedies suggested by other health practitioners e.g. bush doctor, herbalist

(c) over the counter herbal remedies purchased at a pharmacy

(d) herbal remedies from your own garden/collected by you

(e) any other method of obtaining herbal remedies (Please give details)

4 (a) Have you used herbal medicine Yes / No / Not sure

(b) What illnesses have you taken herbal medicine to relieve?

Question 5


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You are carrying out research into attitudes towards recreational use of cannabis.

Other than questions to elicit demographic information suggest 4 questions two open and two

closed in the sequence they would appear in the questionnaire to generate data.


Gathering data in research - an evaluation of reliability and validityPrimary and secondary data sources

A research instrument can gather data from either a primary or secondary source

Primary sources

Primary sources are original materials on which other research is based. They are not

interpreted or evaluated. Examples of primary sources are data gathered by a questionnaire,

statistics of population from the Government census or a first report of a research experiment

and its finding

Secondary sources

Secondary sources are less easily defined than primary sources. Secondary sources interpret andanalyse primary sources examples might be text books, or journals which review others work.

Sometimes is it always easy to distinguish primary from secondary sources. A newspaper article

is a primary source if it reports events, but a secondary source if it analyses and comments on

those events.

Evaluating Reliability and Validity

In evaluating sources there are two elements reliability and validity . For a data source to beaccurate and credible high levels of reliability and validity is the aim. Both elements are equal in

importance in judging the accuracy and credibility of a source.

Reliability Can the source provide the data?
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For a source to be reliable we must evaluate the ability of the source to provide the information.

We are looking at the question Is it likely that this source can provide this data?

The issue is therefore authority . To evaluate authority we can look at several aspects of the data

source.

Author - Is the author an expert in the field? What qualifications do they have? For example an

article on a website about HIV+ written by medical doctor might have more authority than one

written by some one without qualification.

Professional standards . Does the author have certain professional standards? The

example of a doctor immediately comes to mind. Similarly academic writers who are published

in academic journals or books have to conform to standards and have their work checked by

other academics. Journalists mostly operate within a professional approach especially large

international newspapers such as the New York Times or the Guardian (UK)Authority can mean

expertise.

Publisher Is the publisher reputable? Academic publishers need to maintain their reputation

for accurate factual information so they also have editors to ensure a high standard. Other

publishers such as newspapers, magazines etc need to avoid legal action for libel (telling lies

about someone) so also should be careful to print the truth.

Organisation or Institution If the data is from an organisation, for example the United

Nations, we need to evaluate their reputation and their role or responsibilities. For example

statistics on the economy from the East Caribbean Central Bank would come from a highly

reliable source as the bank use the statistics to conduct the very important business of issuing

bank notes and controlling the money supply in the region.

Research method Could the research method chosen generate the data necessary? For

example in researching teen pregnancy would carrying out an interview of an expert generate

the data needed or would questionnaires of teens be a better choice.


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Validity Is the data true?

A source could have high levels of reliability. For example, academic research published in an

academic journal by the leading expert in the field however the data may have a low level of

validity in that it might be very out of date. Equally it may be possible that a source might not be

considered highly reliable for example an intenet site which does not have the name of the

author, organisation who maintains the site etc however the data is still true or valid.

In evaluating validity we need to look at accuracy and bias .

To evaluate accuracy we can look at several aspects of the data

Currency When was the data published or gathered? Could the information be out of date?

For example statistics on rates of HIV+ infection will need to be up to date to be accurate.

Relevance Does the information relate to the circumstances you are applying it to? For

example, will research carried out in the United States apply to the Caribbean?

Data collection Was the data collected by reliable methods? Was it accurately recorded?

Sample size Was the sample size large enough for generalisation to be accurate? For

example if a newspaper article has only interviewed one person in a large crowd can we assume

that all the points of view are represented? Similarly with social research the sample size is vital

to judging whether the data is representative of the population as a whole.

Replicable Do other sources have similar information? Would another similar piece of

research have the same result? This is particularly relevant to sources such as the internet which

lack references.

To evaluate bias we can look at:


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Representation Does the sample include all the variables within the population such as age,

gender, social class, religion, education level which might affect response? Even with a large

sample if the sample is not representative then bias in the data will occur.

Cultural bias Has the data been collected by someone of the same or a different culture. For

example, an Western researcher may misinterpret a non-Western culture and be biased due to

racism or other factors. Similarly when researching within ones own culture, being subject to the

same values and beliefs as the subjects may cause one not to question certain responses. For

example when evaluating religious or other beliefs.

Political bias Is the data being presented from either a right wing or a left wing perspective.

The conservative agenda (e.g. free market economics, personal liberty above all other rights and

fundamental religious views) will differ from the liberal agenda (e.g. some control of the market

for social gain, social control for the good of society, religious tolerance for different views).

Social bias Aspects such as gender, race, age and social class may affect the presentation of

data. For example a womens perspective on sexual equality may differ from a mans views.

Faulty research methods Even the best academic researchers can make mistakes and

inexperienced researchers such as a student may have issues with poorly designed and executed

questionnaires and interviews. Mistakes within the research method inadvertently cause bias.

This is why academic research is reviewed by several other academics to evaluate the

methodology and avoid bias in the conclusions or faulty conclusions.

Aim of the source in presenting the data The reason for the data being presented will

have an effect on bias. For example a Government might present certain statistics on economic

performance if they are favourable and might avoid others. Whilst the data is valid, there might

still be bias in that other relevant information is not present. If the sources aim is persuasive

again there may be bias. For example commercial sites wishing to sell products.

Labels: module 1 research , presentation , reliability , SBA , validity


The Research Process
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The research process is systematic and has several stages

(a) Selection of topic

The general area for research will be determined by either academic consideration (e.g. to

further knowledge on one particular area) or by a specific need for information (e.g. to make a

decision on services for example whether to implement an associate degree)

(b) Research question

The research question is the narrowing of focus from a topic. For example the topic Associate

Degrees at Community College may have a research question The impact of implementation

Associate Degrees at Community College.

(c) Thesis

It may be at this stage a thesis will be proposed or it may be that some preliminary data

gathering will take place before the thesis. For our example our thesis which we are seeking to

either prove or disprove will be Fewer students will take an Associate Degree compared with

the current student numbers taking the A level programme.

(d) Designing the research instrument

A research instrument is the way in which data (the facts) is gathered. It may be that research

will be carried out solely through reviewing others research (library / book review) or combined

with data gathering through research instruments such as surveys, experiments or observations.

When designing the research instrument, the focus will be the goal of the research question and

the thesis.

(e) Gathering data

The research will use the various instruments to collect information about the topic.

(f) Recording data

Accurate recording of data is central to research both primary and secondary research can be

biased by incorrect recording.

(g) Analysing and evaluation of the data


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The data will be assessed against the thesis as well as other conclusions being sought for the

research question. It may be that the research might show fewer students would take the A level

programme however other data gathered might show that more students who previously would

not have taken the A level programme would take the Associate degree

(h) Presentation of results

The research question is used to provide a framework for presenting the findings.

(i) Review of results

In many instances the research process and results are reviewed by either the researchers peers

or in an academic evaluation process.

Labels: module 1 research , process , SBA


Monday, December 10, 2007

A Checklist for the Portfolio - the Reflective and AnalyticalelementsReflective written portfolio 20 of 60 marks

The portfolio will contain

(a) Cover sheet with name, candidate number, centre/centre number (150019) and teacher's

name

(b) Introduction to theme and reasons (personal, academic or other) for choosing the theme.

(c) Two pieces of reflective (creative) writing of 2 of the 3 genres - poetry, short story or other

prose form or drama.

These pieces should have literary non-factual content (although your purpose may be to educate

through this medium). One of these piece can be taped or videoed but the tape for video must be
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between 3 to 5 minute long.

(d) With EACH piece, a rationale for the piece of writing which includes inspiration, purpose in

writing, intended audience and situation the audience will receive the writing (e.g. in an

anthology, newspaper etc)

(e) Conclusion. In the conclusion the student should reflect on his/her process in writing and

his/her opinions.

f) Bibliography

Analytical part of the portfolio 20 out of 60 marks.

Analysis of one your reflective pieces or a published piece of creative writing on the same theme.

The analysis will include: '

* register (formality, tone, word choice etc),

* dialectal variation (standard, non-standards),

* attitudes to language (what does the choice of language convey to the reader about the

character, what do other characters think of the choices of lanaguage or what do certain

language types symbolise in societies),

* communicative behaviours shown in the story e.g. use of non-verbal communication

Word limits for written portfolio

The word limits are 1200 words for the reflective portfolio and 350 words for the analytical

piece. You will be penalised by 2 marks if both the pieces together exceed 1700 words.

While we have no definite guidance on how to proceed with word count, we are assuming that


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words have to be over 2 letters to be counted.

With regard to taped or videoed submissions, the script must conform to the word limit and

should be submitted along with the tape.

Labels: assessment , portfolio , SBA


Monday, November 05, 2007

Worksheet 61. According to Roberts, which two territories are linguistically notorious?

2. Which English speaking Caribbean country has fewest Creole features?

3. When a Jamaican Creole speaker says, All the ceiling she paint all is used to mean

________________

4. The feature wi used after sentences as a tag can be attributed to influence from which

language?

5. According to Roberts which territories use the wi tag?

6. Which country does not use does to indicate habitual?
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7. What linguistic difficulty does this traditional joke in Jamaica illustrate? The indignant

schoolmaster reprimanding his pupil with, hemphasise your haiches, you hignorant hass.

8. A feature prominent in Barbadian speech is strong retroflexionwhat does this mean? Give

an example.

9. When a Grenadian or Trinidadian uses it have as in the following example: It have a man in

town. What does it have mean?

10. To signal future St Kitts speech has both gon and an . What do the following express

(a) He an go town fi you

(b) A gon do om soon.

11. Translate the following English Creole statements to standard

Di two pikni dem a fight.

Dis a fi mi buk.

Tantie bex causen say mi tan too long a maakit.

Im tek tik lik di gyrl inna she head.

12. Write down three different ways in which non standard speakers of English in the Caribbean

might say, The boys went to a party.


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Labels: caribbean language , creole , module 2 , worksheet


Language: registers An acrolect is a register of a spoken language that is considered formal and high-style.

The term mesolect refers to a register or range of registers of spoken language whose character

falls somewhere between the prestige of the acrolect and the informality of the basilect .

Mesolectic speech, where it is distinguished from acrolectic speech, is often the most widely

spoken form of a language, generally being used by lower and lower-middle classes. Within the

context of Creole languages , mesolects only appear in instances of a post-Creole speech

continuum wherein speakers code-switch between various mesolectal levels within the

continuum depending on context.

In linguistics , a basilect is a dialect of speech that has diverged so far from the standard language

that in essence it has become a different language . A basilect represents the opposite end of the

scale of linguistic formality from an acrolect . In certain speech communities, a continuum exists

between speakers of a Creole language and a related standard language . Basilects typically differ

from the standard language in pronunciation, vocabulary, and grammar, and can often develop

into different languages.

(Additional reading: West Indians and their language Chapters 1-4 )

Worksheet 5Look at the poem:

Dis ting called language is real funny

We does use it for all kinda ting you see

Sometimes it fancy and sometimes it free

And in did Caribbean is a real potpourri

When it fancy we it formal and real la de da

When it free we does call it vernacular

Each country down here have it own language flavour
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But they each have a standard that they must master.

1. The author refers to using language for all kinda ting (line 2). State THREE different

purposes of language.

2. Suggest TWO situations when one might use what the author refers to as fancy language

(line 5).

3. Suggest TWO situations when one might use what the author refers to as free language (line

6).

4. Americans and British speakers may be said to be using different dialects of the same

language.

(a) What are some noticeable differences between them?

(b) In this context explain what is referred to as accent.

5. Identify FOUR instances where Creole influenced vernacular is used in the poem.

6. Suggest one reason for the demise of the Garifuna language in St Vincent.

7. Identify ways in which the same language used by different speakers may vary.

8. What are the possible causes for the development of varieties of any language?

9. Write a short definition for the linguistic term register.

10. Explain the process by which one dialect emerges as t he Standard.

EXTRA:

For each of the examples that follow, explain why these speakers of the same language did not

seem [ :0)] to understand the meaning that was being transferred:


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....................

YOU ARE BACK AGAIN?

The Judge said to the defendant, "I thought I told you I never wanted to see you in here again."

"Your Honor," the criminal said, "that's what I tried to tell the police, but they wouldn't listen."

CONTACTS

A policeman stops a lady and asks for her license. He says "Lady, it says here that you should be

wearing glasses."

The woman answered "Well, I have contacts."

The policeman replied "I don't care who you know! You're getting a ticket!"

Labels: caribbean language , creole , dialect , language , module 2 , worksheet


Language: dialects and registers

Language is systematic or rule governed. Although this is true, it is also true that there is often variation in the actual use of any language. All users of the same language do not necessarily use

it in the same way. Often the same speaker may use the same language in different ways

depending on a number of factors.

A dialect is a variant of a language. If it is associated with a geographically isolated speech

community, it is referred to as a regional dialect. However, if it is spoken by a speech community

that is merely socially isolated, it is called a social dialect. These latter dialects are mostly based

on class, ethnicity, gender, age, and particular social situations. Black English (or Ebonics) inthe United States is an example of a social dialect.

Code switching: People may quickly switch back and forth between dialects, depending on the

person they are talking to at the time. This pattern is referred to as diglossia or "code switching."

Code-switching is a term in linguistics referring to alternation between two or more languages ,
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dialects , or language registers in the course of discourse between people who have more than

one language in common. Sometimes the switch lasts only for a few sentences, or even for a

single phrase.

More broadly defined, code-switching occurs when people alter their speech and behavior so as

to fit into different social situations. The most common changes involve vocabulary, levels of

casualness or formality, types of clothing, and facial and hand gestures.

Dis ting called language is real funny

We does use it for all kinda ting you see

Sometimes it fancy and sometimes it free

And in did Caribbean is a real potpourri

When it fancy we it formal and real la de da

When it free we does call it vernacular

Each country down here have it own language flavour

But they each have a standard that they must master.

Labels: caribbean language , dialect , language , module 2 , register , variety


Worksheet 4 - Language Worksheet 4a True or False?

1. Language is the human ability to use certain forms for thinking, speaking, enjoyment and

aesthetic pleasure.

2. Language is common to all living things.

3. A language is used by a particular community.

4. Language is acquired at birth.5. The rules for one language always apply to another.

6. An infant will speak as a native tongue whatever language it is exposed to during the first few

weeks of life.

7. The stages of acquisition of language in Spanish children and Chinese children are the same.

8. English is a prestigious language because it is inherently superior to other languages.
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9. Language is centered in the brain.

10. Intelligence is measurable independent of language and culture.

Worksheet 4b.

a). What is language?

b). What are the main reasons for this complexity?

c). Would you agree that the Europeans all spoke the same dialects of their language?

d). What evidence does the passage provide to support your answer to (c) above?

e). From which continent do the majority of official languages of the Caribbean come?

f). What languages did the Europeans encounter when they came to the Caribbean region?

g) Why does the writer of the passage in Language Variety refer to the Caribbean as a complex

linguistic area?

h). Identify the official language in all territories of the Caribbean.

i). Identify the popular languages of St Lucia, Jamaica, Bonaire, Haiti and Saint Vincent and the

Grenadines.

j). Give five examples of the linguistic features of Creole languages.

Reading

Sections 1 and 2 of Writing in English (Chapters 1 - 7)

Chapters 1 and 2 of West Indians and their Languages

CAPE Study Guides 8, 9 and 10
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Labels: assessment , caribbean language , characteristics , language , speaking , verbal ,

worksheet


Language variety All human societies use language. Some societies use just one and ar

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